"Paradigm Shift" And Curriculum Reforms Of Senior English Course In China After 1976

This thesis aims to reveal the interactive relationship between the recent theories in linguistics, second language acquisition and the English curriculum and teaching practice of senior high school, so as to clarify the developmental tendency of the theories and practice of English education in China.A series of changes has taken place in second language field from 1970s: from theory of language, theory of learning, teaching concept, teaching content, teaching method to evaluation method, etc. The language is no longer treated as a linear structure, instead, it is viewed as a linguistic means to perform different kinds of functions; Learning a language is not thought to be a "stimulus-response" process, but a constructive process by the learners; In the teaching activities, the emphasis shifts from teachers to the students; As to the teaching content, the real English is welcomed; Multifold evaluation methods are encouraged to be used instead of the only way—examination; etc.Kuhn in his book The Structure of Scientific Revolutions proposed a word 'paradigm' as meaning of 'an accepted model or pattern or a coherent tradition'. This concept can be also applied into second language teaching field. In this thesis, the author analyzes the paradigm in this field from three aspects of language theories, learning theories and teaching methods, and points out that the second language teaching field is undergoing "paradigm shift" from "structuralism-behaviorism paradigm" to "functionalism- constructivism paradigm".China is now in the process of educational reform. From 1976 after the Cultural Revolution to 2002, the State Education Commission issues six English curricula and standard. Through comparison, it can be seen that the changes of English Curricula for senior high school greatly reflect the "paradigm shift". The curriculum reforms since 1976 had undergone three phases:1978-1993; 1993-2002; 2002 till present. Taking a sweeping view of the six curricula made in these three phases, the author found that the theoretic foundation of each curriculum or standard is greatly influenced by the theories of second language acquisition. With the change of theories in language, learning and teaching methods in second language acquisition field, the curricula for English course change accordingly.In 2002, the English Curriculum Standard for Senior High School was issued which drove a new round of curriculum reform. The English Curriculum Standard for Senior High School was presented with a brand-new look to English teachers in senior high school for it brings a series of new concepts and ideas which reflect the dominate trend in English teaching field. While what are the attitudes of the teachers towards the new standard? Do they agree with the new concepts brought by the new standard? Will they implement according to it? Thus the author has done research and survey among the English teachers of high schools in Beijing district. The results show that the English teaching situation has been greatly improved compared with many years ago, but there are still some problems. Through interviews, the author has collects a lot of precious criticisms and suggestions which will benefit further curriculum reform.The conclusions are: 1) the curriculum reforms of English course in China reflect the rules of "paradigm shift" in second language acquisition field. 2) While the new curriculum standard which is guided by the new paradigm needs to be popularized for further step. 3) The problems which are proposed by teachers such as "whether it is suitable for Chinese realities", "the examination system should go together with the standard" should be paid special attention to by the curriculum designers.